Edina Fintor

Edina Fintor
RWTH Aachen University · Institute for Psychology

Doctor of Psychology

About

12
Publications
873
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
45
Citations
Introduction
Edina Fintor currently works at the Institute for Psychology, RWTH Aachen University. Edina does research in Experimental Psychology and Cognitive Psychology.

Publications

Publications (12)
Article
Modality compatibility refers to the similarity of the stimulus modality and the modality of the sensory-response effect that the response produces (i.e., vocal responses produce auditory effects). In this study, we investigated the effect of short-term pre-exposure of modality compatibility in task-switching. To this end, participants were exposed...
Article
Children's development and education take place in educational buildings with highly complex acoustic scenes, including spatially distributed target speakers, many surrounding distracting sounds, and general background noises. Auditory selective attention, therefore, is a valuable tool to orient oneself, to focus on specific sound sources, and to e...
Article
Full-text available
Objective To investigate the role of the spatial position of conversing talkers, that is, spatially separated or co-located, in the listener’s short-term memory of running speech and listening effort. Design In two experiments (between-subject), participants underwent a dual-task paradigm, including a listening (primary) task wherein male and fema...
Article
Full-text available
The term modality compatibility refers to the similarity between stimulus modality and the modality of response-related sensory consequences (e.g., vocal responses produce auditory effects). The previous results showed smaller task-switching costs when participants switched between modality compatible tasks (auditory–vocal and visual–manual) compar...
Conference Paper
A remarkable part of children's development and education happens in educational institutions. Acoustic environments in these institutions are usually highly complex and noisy, hence it is demanding to identify relevant target speakers and to ignore irrelevant sounds. Previous research has analyzed auditory selective attention in adults, both in di...
Conference Paper
Full-text available
Whether a particular background sound impairs cognitive task performance depends on both sound and task characteristics. Although this so-called interference-by-process principle (e.g., 1) is widely accepted, it has not yet been fully empirically tested. In recent years, research on cognitive noise effects has focused on the detrimental influence o...
Presentation
A considerable part of children’s development and education takes place in educational buildings like preschools and primary schools. There, children are confronted with highly complex acoustic scenes, including target speakers with many surrounding distracting sounds. Auditory selective attention enables to identify the relevant target speaker and...
Article
Full-text available
The aim of the current study was to investigate the effects of postural control demands on cognitive control processes in concurrent auditory-manual task switching. To this end, two experiments were conducted using an auditory cued task-switching paradigm with different postural control demands (sitting vs. standing). This design allowed us to expl...
Preprint
The Give a number task is used to characterize the initial symbolic number knowledge of preschoolers. The task is intended to identify critical phases of number processing development. Here, a modified version of the task was used with which it is possible to describe additional properties of number development. Measuring 3- and 4-year-old children...
Article
Two experiments examined the influence of preparation on modality compatibility effects in task switching. The term modality compatibility refers to the similarity between the stimulus modality and the modality of response-related sensory consequences. Previous research showed evidence for modality compatibility benefits in task switching when part...
Article
Full-text available
The term modality compatibility refers to the similarity between the stimulus modality and the modality of response-related sensory consequences. Previous research showed evidence for modality compatibility benefits in task switching, when participants switch either between two modality compatible tasks (auditory-vocal and visual-manual) or between...

Network

Cited By

Projects

Projects (3)
Archived project
Aim is to develop a child-appropriate paradigm to examine intentional switch of auditory selective attention in children compared to adults. The established paradigms by Koch et al. (2011) and by Oberem et al. (2014) are modified to meet children's needs and expectation.
Project
We investigate how preschoolers understand numbers, starting from the very beginning of understanding symbolic numbers (i.e., understanding the cardinality principle), until they start formal math education.